The aim of this study was to investigate the effects of two different physical education intervention programmes on cognitive functions (i.e. creativity, attention and impulse control) in primary education students. These dimensions were measured in 168 children (8–12 years) before and after two 8-week intervention programmes with different instructional models [i.e. direct instructional model (DIM) and tactical games model (TGM)]. The results show an improvement in creativity (p < .01, ES = 0.6, moderate) and attention (p < .01, ES = 1.0, moderate) in all students after the TGM programme. Older students (grade 6) also improved impulse control after TGM (p < .01, ES = 1.5, large). No significant differences were observed after the DIM in any of the analysed cognitive functions (p > .05). These results lead us to think that TGM could be an effective tool for improving children’s cognitive functions.

The aim of this study was to carry out three intervention programs [i.e. balance intervention program (BIP), game based program (GBP) and drama learning program (DLP)] and to assess their effects on school-age children’s cognitive (creativity, attention and impulse control) and motor (balance, aiming and catching) development. These functions were measured in 249 students. With regard to the cognitive functions, students of the GBP significantly improved their creativity and attention (p < .001, Effect size (ES) = 0.6 to 1.0, moderate), and students of the DLP improved their creativity, attention and impulse control (p < .001, ES = 0.4 to 0.9, small to moderate). Regarding the motor skills, both students of the BIP and of the GBP improved balance and catching results (p < .001, ES = 0.2 to 1.6, small to large). The results suggested that PE could be an accurate tool for improving students’ cognitive and motor development, but each physical exercise type could have different effects.

The aims of the present study were to analyse the gender differences in balance, catching, aiming and change of direction ability (CODA) in elementary education students and to determine the relationship among these motor skills. Balance, catching, aiming and CODA were assessed in 197 elementary education students (6–8). Girls presented higher values in static and dynamic balance tests. However, boys obtained better results in the Movement Assessment Battery for Children-2 (MABC-2) aiming test and in the Modified Agility Test (MAT). It also seems that the age affects the gender difference, as gender differences in CODA did not appear until older ages (>7 years). Moreover, the results showed a significant moderate correlation between some tests. Gender could be a differentiating factor in the motor competence of elementary education students. The moderate associations found among different skills showed that, despite they are considered as independent, there is as association between them.

Background/Objectives: There is evidence that shows an association between basic psychological needs, motivation, and enjoyment in the context of school physical education. However, there are no studies that have included all of them in a single study. Therefore, the objective of this research was to determine if there are differences in motivation, basic psychological needs, and enjoyment in physical education classes between primary and secondary education students and between boys and girls. Methods: A total of 740 schoolchildren (410 girls, 55.4%) from primary education (n = 310; 41.9%) and secondary education (n = 430; 58.1%) between the ages of 10 and 17 participated (M = 13.60; SD = 2.03). The Perceived Locus of Causality in Physical Education Scale (PLOC Scale), the Basic Psychological Needs in Exercise Scale (BPNES), and the Physical Activity Enjoyment Measurement Scale (PACES) were administered. Results: Statistically significant differences were found in the educational stage factor with higher scores in primary education students in intrinsic regulation (p < 0.001), identified regulation (p < 0.001), introjected regulation (p = 0.004), perceived competence (p < 0.001), relatedness (p < 0.001), and enjoyment (p < 0.001). In terms of the gender factor, there were significant differences in intrinsic regulation (p = 0.005), identified regulation (p = 0.007), and enjoyment (p = 0.010), with higher scores in boys. Conclusions: Primary education students present greater self-determined motivation (intrinsic, identified, and introjected regulation), as well as a greater sense of competition, relatedness, and enjoyment than secondary education students. Boys have greater regulation and intrinsic enjoyment than girls in physical education classes.

The teaching methodology adopted by teachers can influence the levels of participation and learning of students. The main goal of this study was to compare the effect of two intervention programs of postural education according to the used methodology. A total of 36 students (19 girls and 17 boys) in the 1st year of high school participated in the study. In the first intervention program a gamified methodology was applied, while in the second one a traditional methodology was used. Both intervention programs were carried out along 6 sessions. Theoretical contents were analyzed through questionnaires (COSACUES and COSACUES-AEF) and muscular endurance through three physical tests (Biering-Sørensen Test, Side Bridge Test and Prone Forearm Plank Test) before and after the intervention. Motivation levels (Feeling Scale) and perception of effort (OMNI Scale) were measured after each session. The results obtained did not show significant differences between methodologies, but differences have been found in terms of gender and type of methodology. Girls were shown to assimilate better contents with the gamified methodology. There was also a greater perception of effort and greater motivation with the gamified intervention. Therefore, the application of gamified educational interventions by teachers can be an interesting strategy to increase the levels of motivation and effort of students.

Estibaliz, R, Fabio, N, Rodrigo, RC, Daniel, C, Josune, RN, and Javier Y. Differences in physical performance according to the competitive level in amateur handball players. J Strength Cond Res 34(7): 2048–2054, 2020—The aim of this study was to compare physical performance in amateur handball players of 2 different competitive levels. Thirty-four senior handball players were divided into 2 groups according to their competitive level (regional category: REG or national category: NAC). Although no significant differences were found between groups in any of the horizontal jump (HJ) or vertical jump (VJ) variables (p > 0.05), NAC players obtained a better performance in the repeated sprint ability (RSA) test (RSABest [the best attempt] and RSATT [the total time in the total of sprints] in 15 m and 30 m), in change of direction ability (CODA) and in the Yo-Yo Intermittent Recovery Test Level 1 (YYIR1) test (p < 0.01, effect size = −1.32 to 1.75, large). A significant association was observed between the body mass index (BMI) and the HJ or VJ capacity (r = −0.35 to −0.55, p < 0.01), the RSA15mBest and RSA30mBest (r = 0.41 to 0.59, p < 0.01), and YYIR1 distance (r = −0.54, p ≤ 0.05), and a also between the performance in the HJ or the VJ and the RSA15mBest and RSA30mBest, the CODA and the YYIR1, and between the RSA30mBest and the YYIR1 (r = −0.54, p ≤ 0.05). Specific strength and conditioning programs should aim toward improving RSA, CODA, and YYIR1, as these abilities may be needed at higher levels of competition. The programs also should aim toward improved HJ and VJ abilities, given their association with RSA, CODA, and YYIR1 performance. Moreover, maintaining an adequate BMI may aid players to sustain greater physical performance levels.